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Pre-Conference Edition Fall 2019 Images Reference: Photographs of MSU Campus., 3, May, 2019,

GLACUHO Communications & Marketing Committee Sean Sheptoski Ball State University

Brandon Perjak University of Southern Indiana

Megan Corder Eastern Illinois University

Brittany Krisanda Bowling Green State University

Liz Andrews Jackson College

Katie Kromer Miami University

Dale Shanklin Purdue University

Jackie Miller Western Michigan University

Stephanie Beld-Steichen Indiana State University

Will Avery University of Toledo

Lindsay Faulstick Hanover College

GLACUHO Board of Directors President Eric Musselman DePaul University Past President Tiffany Gonzales University of Illinois at Chicago President-Elect Sarah Meaney Elmhurst College Secretary MaryAnne Wilk Eastern Michigan University Treasurer Brian Kelley University of Illinois Springfield Illinois Delegate Mollie Rockafellow University of St. Francis Indiana Delegate Jocelyn Maul Indiana University Michigan Delegate Tim Nickels Oakland University Ohio Delegate Kellee Steffen Ohio University 2019 Conference Co-Hosts Matea Čaluk and Nick Varner Michigan State University 2020 Conference Host Shavonn Nowlin Illinois Institute of Technology Committee Chair Delegate Quiana Stone DePaul University

Technology Coordinator Jeremy Alexander Eastern Illinois University Exhibitor Liaison Zac Birch Northern Illinois University Campus Safety & Crisis Management Chair Michelle Cecil Ohio Wesleyan University Communications & Marketing Chair Sean Sheptoski Ball State University Contemporary Issues Chair Jake Hughes University of Illinois at Chicago Facilities & Operations Chair Gregory Whitmore University of Chicago Health & Wellness Chair Yesenia Garcia University of Illinois at Chicago Inclusion & Equity Chair Lloyd Graham Indiana University Professional Foundations Chair Kyle Hovest Ohio State University Programming & Development Chair Eddie Koelzer Ohio State University Programming & Development Assistant Chair Lovey Marshall Art Institute of Chicago Student Learning Chair Donta Ingram Ohio State University

ABOUT TRENDS is published quarterly by the Great Lakes Association of College and University Housing Officers (GLACUHO) for members of the association. GLACUHO is a non-profit organization that strives to: • Better prepare housing officers to meet the diverse and changing needs of those we serve with primary concern for students. • Contribute to the improvement of dining services, residential life, residential services and residential facilities provided by housing officers. • Advance and communicate professional knowledge and standards in the field of housing. • Provide opportunities for the education and professional development of housing officers. • Sponsor activities and services which assist housing officers in the exchange and distribution of information and ideas. • Support the goals and purposes of the Association of College and University Housing Officers International (ACUHO-I). EDITORIAL GUIDELINES All members of GLACUHO institutions are encouraged to submit articles for publication. Be sure to indicate the names of author(s), institution(s), email address(es) and GLACUHO committee or Board affiliation, if applicable. Articles not received on time or not published will be considered for the next issue. Submitted content may also be published at any time based on editorial needs and focus of the edition. Necessary editorial revisions will be made to ensure publication quality and to meet space requirements. Authors must work with GLACUHO to make necessary edits for publication to TRENDS and to maintain consistency across the publication. Submitted content may or may not be published at the discretion of GLACUHO. Material that has been submitted to other publications is discouraged. Authors bear full responsibility for the accuracy of references, quotations, tables, and figures submitted for publication. Authors further hold GLACUHO harmless from any liability resulting from publication of articles. Any editorial mention of commercial interests is intended entirely as an information service and should not be construed as an endorsement, actual or implied, by GLACUHO. Submission should be made at Comments, and questions for TRENDS can be sent to Printed materials can be sent to: Sean Sheptoski GLACUHO Communications & Marketing Chair Ball State University 2000 W. University Ave. Muncie, IN 47306 ADVERTISEMENTS For information, please contact the GLACUHO Communications and Marketing Chair. GLACUHO reserves the right to reject any advertisement not in consonance with the GLACUHO Diversity Statement (revised 2018). Advertising of a product or service in this publication should not be construed as an endorsement.

a look at what’s inside‌ 4

Letter from the President | Eric Musselman


Annual Conference 2019 Initiatives


Conferencing: New to ACUHO-I | Alex Peterson


Introduction to the Contemporary Issues Expert | Contemporary Issues Committee Support Through Tragedy: A First Hand Experience Through a Campus Crisis | Michael Greco

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Advising 101: What Students Actually Want in an Advisor | Danny Butler and Kristen Giaquinto Applying Intergroup Dialogue to Residential Programming | Jennifer Brown


Effective Communication & The Notification Generation | Matthew Schultz and Jailyn Stevenson


Is PDI 2020 On Your Radar? | Professional Foundations Committee


The Lives of Campus Custodians: A Summary | John N. Salazar, Jr.


Preparing Educational Opportunities for Senior Students: Social Transition | Carrie Hauser


The Last Straw: Paper, Plastic, or Metal? | Robin Gagnow


Taking Time to Breath During Times of Crisis | Sean Brown


Residential Programming & Curriculum Considerations for the Gen Z Student | Tim Nickels Webinar: P3 101 and State of the Industry Report | Facilities and Operations Committee Giving to the 50 For 50 Campaign as an Entry-Level Professional| Katie Haire

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From The President Greetings, colleagues! Let’s all take a collective deep breath-- it’s September, training has concluded, summer facilities work has wrapped up, and the halls are open. Students have returned to campus, and our academic year cycle begins all over again. Hopefully by the time many of you read this edition of Trends, things will be settled down on your campuses. As I was reflecting on the cyclical nature of the work we do in housing and residence life, I was thinking about past years’ move in experiences and even thinking back to my own first time moving into the residence halls as a first year student. I can remember the excitement and uncertainty as my parents and I pulled up to my residence hall for the first time. I had seen the building on a tour before, and even had a friend who had lived there prior, but this time it was different; this unfamiliar place was now my home for the year. Whether you are starting a graduate assistant position or have lost track of how many move-ins this was for you, remember that feeling you first had during your first move-in. For me, that brings me a sense of motivation and a desire to try and make someone else’s experience as positively memorable as my own. The GLACUHO leadership team has been working hard in preparation for the 2019 Annual Conference in East Lansing, Michigan. Committees are finalizing their programs and conference initiatives while our corporate partners are planning their exhibitor booths. The conference host team at Michigan State has been doing great work with the conference venue and local community. Conference registration is now open, with a rate of $220 through Thursday, September 19. Rates increase after that, so be sure to register early! Speaking of the leadership team, I’m very excited that our new incoming leadership team has already been set for 2019-2020! With the online elections process wrapping up in May and June, as well as the board having appointed the committee chair positions at the summer board meeting, this is the first time in history that we are set even prior to the annual conference. The biggest benefit to this earlier timeline is onboarding; thanks to the work of our Leadership Onboarding Task Force, we now have a comprehensive training and onboarding process online through Google Classroom.

Leadership team members are able to complete the various modules at their own pace ahead of their transition into the role, and this frees up our valuable in-person time for the interactive on-boarding and training components. During our summer board meeting, we also had a lengthy discussion about the future of the winter meeting which had historically been held at Camp Tecumseh. Thanks to outreach from our state delegates, we received a great deal of thoughtful feedback from you, our members, about the need to identify a new venue but to still preserve the in-person meeting aspect. In August, we voted to move forward with a new plan which I am excited for, as I believe it addresses the concerns that our members have shared. We are in the last stages of finalizing this plan, and once things are official and contracts are signed, I will be making an announcement by email and on our website in September. Exciting things to come! I wish you all the best this fall, and look forward to seeing you in East Lansing on October 20-22!

With GLACUHO pride,

Eric Musselman GLACUHO President

Conference Initiatives GLOWCUHO An annual tradition, the GLOWCUHO 5K is a race to promote physical well being at the conference. This GLOW in The Dark run takes runners around the beautiful Michigan State Campus! Run and/or walk as you are able the full 5K (3.1 miles) -- OR join us for a fun leisurely walk in the GLOWCUHO (0.5K) to our post race after party location: FieldHouse

ZUMBA The Health & Wellness Committee is hosting a ZUMBA style fitness session at the annual conference! Pack some fitness gear and jumpstart your Wednesday morning with a fun routine facilitated by one of our very own housing professionals!

MEDITATION & RELAXATION SPACE H&W will be hosting a sponsored Meditation and Relaxation Space at the Annual Conference. This space will be open throughout the duration of the conference and will have various activities, including lotion creation using essential oils, practicing mindful meditation with yoga mats, and more!

SILENT AUCTION We are excited to host the eighth annual Silent Auction at the 2019 Annual Conference. All attendees are invited to donate items to the auction, visit the Silent Auction to view the items and to place bids. At the conclusion of the Silent Auction, winning bidders will be announced and the winners will be able to donate the winning amount to the GLACUHO Endowment of the ACUHO-I Foundation by cash, check, or credit card.

DRINK THE GREAT LAKES: WINE AND BEER PULL Sip, Sip, Hooray! This year, we have expanded the "Grape Lakes" wine pull to include beer. To help make this a successful and delicious experience, consider donating a favorite (unopened) bottle of wine or 6 pack of beer; beverages of all varieties are welcome, but especially from our Great Lakes region. Simply bring the bottle of wine or 6 pack of beer that you'd like to donate to the Registration Table. Drop back by during Silent Auction times to “pull� a bottle of a great beverage!

DUCK IN A BAG Duck, Duck, Prize! Come by the Duck in a Bag table during the exhibitor fair to press your luck winning big! Participants make a $5 donation and select a brown bag from an array of bag options. Take a chance and win a gift card or a rubber duck! There are a quackton of surprises

CASE STUDY COMPETITION The annual case study competition provides a fantastic professional development opportunity for our members and is a long standing GLACUHO tradition. It highlights the GLACUHO Contemporary Issue and pairs teams of graduate, entry, and mid-level professionals to compete in an intense and theoretically-driven approach to creative problem solving. Judges for the annual case study are mid and senior level purchasing agents for their campus. This year’s contemporary issue is Emergency Preparedness: Planning, Implementation, and Training.

LEARNING ON THE GO SPACE Learning On The Go is a passive presentation opportunity in which professionals from across the region prepare presentations or displays that can be showcased during the annual GLACUHO conference. Learning On The Go offers an opportunity to learn from knowledge or best practices from your colleagues in an accessible and diverse way and can include posters, displays, pamphlets, handouts, or small digital displays.

AFFINITY SOCIAL GLACUHO and the Inclusion and Equity Committee host an Affinity Social for people with minoritized identities at the conference to meet and have a shared experience. The event involves appetizers as well as wristbands for attendees to wear that show what social identities they hold. This year, wristbands will acknowledge the multiple identities people hold at once. Wristbands will be given to those who identify with what each wristband represents. Wristbands will signify LGBTQ+ Professionals, Professionals of Color, and Women in Housing. Those without wristbands are kindly asked not to attend but to encourage the attendance of others.

GLACUHO CARES GLACUHO and the Inclusion and Equity Committee are supporting MSU Safe Place, a program located oncampus at Michigan State University that addresses relationship violence and stalking. MSU Safe Place serves students, faculty, staff, their spouses/partners and non-affiliated members in the Greater Lansing Area. We are looking to collect Paper Towels, Toilet Paper, Kleenex, Hand Soap, Deodorant, Toothpaste, Tooth Brushes, Feminine Hygiene Products, Diapers (sizes 4,5,6), and Hand Sanitizer. The state with the most items donated will win the GLACUHO Cares State Advocacy Award at this year’s annual conference.

MENTORSHIP PROGRAM GLACUHO and the Inclusion and Equity Committee is offering an identity-based mentorship program. The aim of this program is to connect new professionals (or first-time conference attendees) with seasoned professionals. Finding a mentor, whether it be for the duration of the conference, or a more lasting relationship, holds great value within our organization and within Housing and Residence Life. A relationship built on support —including connecting through a shared identity—has the potential to make mentorship validating and rewarding. Please be aware of general guidelines:-Attend one program session with your mentor/mentee as decided together-Be respectful and set any necessary boundaries for personal time and space expectations of one another-Attend the Affinity Social together or touch base at the Social

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this article contains sensitive information regarding self harm from a duty response standpoint.

In the year 2018, there was, on average, one college campus shooting per week in the United States according to In many of these instances, the situation looks different with variations ranging from a non-deadly attack, to multiple people being victims of this violence. While departments prepare housing professionals for as many types of crisis possible, one may never be fully prepared for the type of experience one will go through when processing this type of situation. In this writing, I will be speaking from a first-hand experience I had as an undergraduate Resident Assistant in which I faced an emergency situation with a firearm that resulted in a casualty. As I write this article, I want readers to know this article is not to be read as an outlet for sympathy or personal gain, but rather for awareness and understanding towards how housing professionals can support others--students or professionals--who go through these situations on various college campuses. As a housing professional, the students along with the professionals will be kept anonymous for confidentiality purposes. However, I will describe my experience, the variety of levels of support received, and ultimately, what I along with others learned from this life-changing occurrence from when I was an undergraduate at Central Michigan University.

The first semester of being a Resident Assistant is always one that proves to be the most challenging according to various past Resident Assistants. From learning how to balance the position along with school, involvement on campus, and personal life, the semester was definitely a difficult one. However, in the early morning of November 8th, 2014, I came to this conclusion based on more than that information: the unexpected. It was another night of weekend duty rounds just after midnight. I was walking the building with my duty partner for the night and was covering for another staff member who wanted to trade nights earlier in the day.

My partner and I were discussing how quiet it had been so far as it was not a football weekend and many residents had gone home for the weekend (for those who were an RA before, you know I just cursed myself by saying those words). As we finished looking at the terrace floor of the building, my duty partner and I approached a stairwell at the end of the hallway. As we entered, there were two freshman residents (pronouns: she, her, hers) who were crying on the steps of the stairwell. Immediately, I started to prepare for the worst wondering what could be wrong. “Hey, is everything okay? What’s going on?” I asked the residents. “You need to go outside right now. Our friend is out there,” one of the residents said with tears in their eyes. I looked at my duty partner and they agreed we should go outside to assess the situation further. In that stairwell was a door that led to a road between our residence hall and another one. As my duty partner and I walked outside, we saw the resident sitting in the middle of the road crying. My gut immediately started to twist and churn uncomfortably as I felt this situation was not going to be something normally dealt with. “Are you okay? How can we help? Did someone hurt you?” My duty partner asked as we approached the crying resident. The resident (pronouns: she, her, hers) took their time to respond through the tears. And then, they said the words that would change all our lives forever. “My ex-boyfriend just shot himself over there,” she cried as she pointed towards a set of train tracks that were around the corner. My duty partner and I immediately looked at each other still shocked with the words we heard. The gears in our mind were moving a thousand miles per hour as we began to process what was going on, and what we should do in this instance. Immediately, we both went into emergency crisis mode as we tried to hide our emotions in the best way possible. “Stay right here. We are going to go over there and call Campus Safety,” I told the resident as my duty partner and I started to run towards the train tracks. Under our breaths, my duty partner and I kept on saying “Oh my God” and “Is this really happening?” as we tried to cope with what was going on, but knew we needed to try and be as calm and helpful as possible. Soon enough, we were by the train tracks. Unfortunately, the residents were telling the truth and we were too late. The person, who was not a student, had died by suicide. Immediately, my duty partner and I sprang into action. We could not go near the individual as there was a weapon under them and we did not know if the weapon was still loaded. However, while I called Campus Safety, my duty partner called our supervisor and went back to console the resident until the police arrived. The rest of the night consisted of multiple police cars, multiple residence life staff coming on the scene, and residents trying to look out their windows to see what was going on. The ambulance tried to revive the individual, but they were pronounced dead on the scene. My duty partner and I stayed on the scene to support the resident who had just lost their former significant other, and work as crowd control with residents who wanted to know what was going on. I remember going on social media sites like Twitter and YikYak (which was very popular at the time) to see what students were saying with some posts being true about what happened and others being fabricated. After the multiple interviews, reports written, and conversations with others, I was back in my room at around 4:30am, more than four hours after the situation occurred. I sat down in my bed, began to breathe in and out, and finally did what I had not done all night--cried. I was in complete shock and could not believe this happened on campus.

Upon waking up the next morning, I still found it hard to feel and process these emotions of the night before. I did the first thing any college student would do when they wake up--grab my phone and see what notifications I had. Since I went through this situation, I wondered if the university or if local news said anything about the incident. However, what I found in my email shocked me even more to the point where I burst into tears. I had multiple emails from professionals at all levels within the university reaching out with caring words, support, resources, and meeting requests to check in on us and to thank us for what we did to best assist in the situation. I immediately felt cared for and supported. While I was still upset that the individual had died, I was so happy to know that others wanted to be there for me and my duty partner to have us know we had people that cared about our well-being, mental health, and our experience moving forward. The emails kept pouring in throughout the day and even into the next week. At the next in-hall staff meeting, each member of staff was notified of the situation due to how many residents were affected by the incident. While we all processed together, the team of Resident Assistants were very care-focused and supportive of me and my duty partner. While we were still recovering from the incident, and would be for a long time, the support and care from the plethora of levels within the university helped us in those immediate moments.

Situations on college campuses in regards to emergencies will look different from this one described here. However, in this situation, the level of support provided by those surrounding were what was really appreciated. The support had a complete impact on myself and my duty partner. The Director of Residence Life at the time met with us both to discuss and process the situation further. The Director saw our passion we had for ensuring the mental health of students as we moved forward. Their direction even encouraged the both of us to work in the field of Higher Education in which we both currently work in a housing capacity. Without this level of care and handling in this situation, our lives would be completely different. In regard to the residents who we crossed paths with that light, their life has been and will forever be different. A few nights after the incident, I was on duty again and was walking the floor they lived on. I noticed how residents from all over the floor, including the two from the stairwell, were decorating the door of the resident who lost their former significant other. The door was decorated with cards, hearts, and messages of encouragement and positivity. It warmed my heart to see the power that support had on others besides myself and my duty partner. In many cases, how one reacts to a situation may be a focus for certain individuals. However, there are moments, like this situation, where one needs to go with their gut and work to the best of their abilities. One of the most important things that needs to happen is to make sure everyone in the situation receives this one essential thing: care. Care is described as “the provision of what is necessary for the health, welfare, maintenance, and protection of someone or something” (Webster Dictionary). This can be given to others in many ways with a simple “How are you doing?”, listening to someone process a difficult situation, or giving someone resources to help carry forward. Care can be given to others in differing amounts, but what is important is ensuring the people in the situation are receiving the right amount by asking those individuals what they specifically need to feel supported, and to feel stronger. In these situations, do not be afraid to ask people what they need versus assume what you think a person may want. As seen here, one may never know how much showing care towards another person in a moment of crisis can impact their future, and direction in life.


With a rapidly changing collegiate atmosphere and the ever changing needs of the modern college student, it is hard to pinpoint the exact skill set a practitioner should have when advising students, especially in a residence life and housing setting. Do I hand-hold? Do I micromanage? What is the best theoretical framework to center my advising style around? What are students actually looking for in a collegiate advisor? There are several different factors to take into consideration when answering the aforementioned questions. Though a survey conducted by the GLACUHO student learning committee, we were able to compile key expectations residence life student staff are looking for in an advisor. The breakdown of participants included resident assistants, members of hall council, NRHH, RHA, and even some students outside of the residence life preview. We then synthesized the stories of the students into Advisor SparkNotes on how to be an A+ advisor.

SET GOALS WITH STUDENTS EARLY  IN THE SEMESTER Challenge your advisees to make a difference in their community. Spend time br ainstorming ways students can accomplish their goals for the year. An important part in achieving goals is accountability from advisors. Multiple students taking  the survey expressed they "want advisors to hold them to a higher expectation" as well as “challenge them to do better.” During one on ones with the students  you advise, make sure to address where they are at in accomplishing their goals.  Setting deadlines can help increase accountability. Once a students' goals are a ccomplished, set new ones. Don’t be afraid to challenge students to think bigger. Students will dream big if they think they will be able to accomplish the task with the support of the advisor.

SPEND TIME DRAFTING CLEAR AND  WRITTEN EXPECTATIONS FOR STUDENTS The biggest student pet peeve of advisors was unclear expectations. One role of an  advisor  is  to  allow  students  the  creative  freedom  to  solve  their  own  problems,  however  students  with  too  much  autonomy  may  become  frustrated  with  lack  of  contact, intentionality, and guidelines. Participants in the study expressed they want to know “the things we can or can’t do” as well as what advisors “are looking for  and  what  they  need”.  To  eliminate  confusion,  advisors  can  provide  students  with  clear expectations in the beginning of a semester about things such as an advisors  supervisory style, what should programs look like, and what to expect during one on  one’s.  Be  comprehensive  rather  than  too  short.  It  can  be  easy  to  reuse  previous  expectations left by individuals who previously had the job or even colleagues. Use  these resources to help build your own set of expectations because you are the one  interacting with students.

ATTEND OUTSIDE UNIVERSITY EVENTS  WHERE YOUR ADVISEES ARE PRESENT Students want their advisor to be relational and someone they can connect with.  One of the biggest ways to connect relationally is to support students in their  personal passion areas and interests. For example, if you advise a student who is  in the band, take time to attend one of their performances. This shows a student their advisor has made a point to support them outside of normal advisor  interactions. Participants in the survey expressed they want an advisor to “know  me and the dynamic of the group.” Support was tied for the quality students  want most in an advisor. Other ways to get to know students is to create your own event outside of the university. Take your advisees bowling for an evening or  plan a retreat specifically for team development.

There were also clear key characteristics that set great advisors apart from average advisors.  The top traits students wanted in advisors were supportiveness, compassion, respect, and trust.  We are able to infer that mentorship plays a huge role in advising students and that they are  looking for a deeper, long lasting professional relationship to develop and improve softskill sets that will translate into post-collegiate endeavors. As an advisor you have the ability to make a difference in the lives of your students. Be present, always be willing to learn, and look for opportunities to enact meaningful change.  In my personal experience, students thrive when they feel welcomed into a challenging environment where they can grow as leaders. Co-advising desk staff, night staff, hall council, and this semester a program board, time seems to always be against me. However, despite the busyness of the semester, it has always been so important to find ways to support my students outside of normal business hours. From attending A Capella competitions to helping some of my students with their physics homework, my presence allows my students to see I care about who they are as people. These students who I have built trust and a relationship with, are typically the ones who excel because they know when I am challenge them, it is because I believe they can reach incredible heights. In order to challenge your student, you need to also be able to identify their strengths and weaknesses. Personality tests are some of my favorite tools to implement at the beginning of a semester to understand how my staff functions and thrives. The love language test provides information on how my students like best to be supported. Myers-Briggs and the Enneagram show students areas for growth and I use them to push my students to “transcend their type” to be more adaptive in various situations. Knowing your students strengths and weaknesses is key to being an effective advisor. While students may want their classes to be easy, they want to be challenged outside of the classroom, especially in areas they enjoy. Don’t ever give up on your students because they are struggling with their weaknesses. Instead be the supportive advisor they want you to be and help them change the world.



Jennifer Brown Illinois State University

Engaging with topics of identity and structural inequalities can be uncomfortable. IGD courses build trust, acknowledge and attempt to level ower, and provide a format for these discussions. IGD moves through four levels, or stages, of interaction with the proposed topics and relies on three main elements: content, structured interaction, and facilitation (Gurin et al. 2013). Engaging with topics of identity and structural inequalities can be uncomfortable. IGD courses build trust, acknowledge and attempt to level ower, and provide a format for these discussions. IGD moves through four levels, or stages, of interaction with the proposed topics and relies on three main elements: content, structured interaction, and facilitation (Gurin et al. 2013).

The authors’ format for IGD relies on participants moving through each of the four stages over multiple sessions together (Gurin et al. 2013). However, many residential life programs are stand-alone programs. When they do exist in series, it can be difficult to retain participants for all sessions. I suggest a few modifications for residential life. One option is to incorporate something of each of the four stages and all three elements of the IGD model-content, structured interaction, and facilitation--within a single session. This significantly shortens the time available to dedicate to each session, but it could be done. First, facilitators could present the topic, intended learning outcomes of the session, and guidelines for dialogue. Then, they could ask for any suggestions to personalize the goals to the group. The authors’ format for IGD relies on participants moving through each of the four stages over multiple sessions together (Gurin et al. 2013). However, many residential life programs are stand-alone programs. When they do exist in series, it can be difficult to retain participants for all sessions. I suggest a few modifications for residential life. One option is to incorporate something of each of the four stages and all three elements of the IGD model-content, structured interaction, and facilitation--within a single session. This significantly shortens the time available to dedicate to each session, but it could be done. First, facilitators could present the topic, intended learning outcomes of the session, and guidelines for dialogue. Then, they could ask for any suggestions to personalize the goals to the group.


THOUGHTS FROM 2019 PARTICIPANTS "The most significant way PDI impacted me was that it made me take the time to be intentional about thinking where I want my career to go and how I'm going to get there. Work and life keeps us all very busy, so dedicating a weekend to focus on my future career goals and getting to have a soundboard of professionals to provide advice and support was very beneficial to my professional development and beginning to adapt and continue building my plan to move forward professionally." - Katie Kromer, Miami University  "Attending the GLACUHO Professional Development Institute this February was an amazing experience. Attending PDI had been a goal of mine since grad school after seeing many colleagues go through the experience before me. The faculty provided us with tangible material that not only gave us insight into important aspects of housing and residence life, but also were transferable enough that they could be applicable for the multitude of universities we represents and all the different aspects of student affairs. We were challenged to think about higher level processes and issues that we will encounter down the road in our careers.I was also able to develop relationships with colleagues across the region. We were given many opportunities to just sit and talk and learn from one another, and for that I am grateful. I recommend putting yourself out there and applying for this experience in order to make memories and friendships, and obtain knowledge that you can carry with you far into your career."  - Sean Sheptoski, Ball State University

"To summarize my PDI experience, I would use the word refreshing. PDI could not have come at a more opportune moment in my career and helped me to gain direction and vision toward the mid-level. Going into the weekend, I was feeling very stagnant in my job as well as uncertain and unclear about my future in student affairs.  PDI brought together a group of amazing peers within the region, with similar challenges and ambitions which created an environment that welcomed deep dialogue, and a space where we gained new knowledge on how to set ourselves apart and prepare ourselves for the next steps of our career.  With the guidance of incredible faculty, I left the weekend feeling rejuvenated and a more clear vision toward the future.  I was able to come back to campus ready to integrate the new skills into my day to day. Since PDI, I have transitioned to a mid-level role and I am amazed how much I have referenced back to the material." - Eric Swinehart, Illinois Institute of Technology


The Lives of Campus Custodians: A Summary John N. Salazar, Jr. Monmouth College

The second part goes in depth into the lives of the custodians he interviews, including the stories of how they became custodians in the first place (spoiler alert: No one Magolda interviewed suggested they thought, “I want to be a custodian when I grow up.”), what their daily lives are like, and how their supervisors felt about their own lives in working with other custodians. In this section, Magolda introduces two commonly featured concepts within his conversations: a) What the author termed “fear and fatalism” (Magolda, 2016, p. xx), and b) family. By “fear and fatalism,” Magolda refers to the idea that the custodians he researched discussed regarding how changes made by higher education institutions directly affected them, often without their insight or perspectives. They feared decisions that, though often made for the betterment of the institution, caused custodians to lose benefits, and even their jobs, while often concurrently taking on additional responsibilities. Magolda also highlights in chapter 8 how custodians often work for the betterment of their families, including making difficult sacrifices so that other family members can enjoy a better life. Magolda uses an analogy of family to discuss how the concept of higher education institutions has moved towards a more corporatized viewpoint and away from the idea of a “university as family.”

For departmental administrators:

In the third part, Magolda goes into more depth regarding the dangers of corporatization within higher education institutions and their negative byproducts: a) soiled educational aspirations and civic disengagement. Here, Magolda shares stories that reveal various roadblocks custodians encountered when trying to take advantage of the limited educational benefits they were given. By sharing these stories, Magolda illuminates the hypocrisy within higher education institutions who claim civic and democratic engagement as a goal for their students, yet allow for practices that hinder this same goal among campus custodians.

For faculty, students, and staff:

In the fourth and final portion of Magolda’s book, the author focuses on strategies to challenge the concerns brought forth from his research. Here, Magolda again draws upon the stories gathered from custodians who found ways to rise above their challenges to bring change within their institutions. Specifically, in Chapter 12, Magolda gives commonsense recommendations for ways higher education institutions can better address the concerns of campus custodians, directed specifically at four campus sub-cultures: a) departmental administrators and supervisors, b) high-level university administrators, c) faculty, students, and staff d) custodians.

and supervisors, Magolda suggests that supervisors consider implementing “a wide array of…tempered radical strategies that will yield incremental organization change” (Magolda, 2016, p. 197). For example, Magolda suggests this group works with their student affairs colleagues to modify judicial sanctions mandating students be punished by doing custodial work, as such sanctions give the appearance that custodial work is what you do when you’ve been bad or done something wrong, rather than being good, honest work.Magolda also suggests this supervisors and administrators find ways to make custodians more visible to the campus community, such as inviting custodians to workshops where they might share their wisdom with the larger community. n short, Magolda asks that this group seek ways to show respect and support for campus custodians.

For high-level administrators: Magolda’s advice is simple: Be a champion of the working class. Though Magolda said he “…never witnessed a single administrator mistreating subordinates,” he also notes that he never found a high-level administrator championing the causes of these working class colleagues. Magolda suggests high-level administrators tackle the admittedly difficult, complex task of “wage-related injustices” (Magolda, 2016, p. 202).

Magolda suggests they become “watchdogs” (Magolda, 2016, p. 206). By this, Magolda advises that this group join together to advocate on behalf of custodians to their greater communities. As Magolda puts it, they can help their communities ponder important questions related to the lives of campus custodians, such as, “What is the mission of the university? What does it mean to be a socially responsible university,” and so on.

For custodians Magolda’s recommends one thing: mobilization. Recognizing the uneasiness many of the custodians he interviewed had with unions, Magolda encourages custodial workers to find, “…alternative ways to mobilize…workers gain results only after they recognize and exercise their power” (Magolda, 2016, p. 210). Magolda concludes his recommendations for custodians by listing insights gathered from the many custodians he interviewed throughout his research, each with an encouraging quote for other custodians. In all, Magolda does a fine job of once again helping bring to light those on the outskirts of our campuses; in this case, our custodial staff members. His critical analysis of the lives of these important campus colleagues challenges student affairs professionals to rethink how we can - and should interact with this important, yet often denigrated campus subculture. I thank Dr. Magolda for this challenge and,with heart-felt thanks, I say, “I see you!” Magolda, P. M. (2016) The lives of campus custodians: Insights into corporatization and civic disengagement in the academy. Sterling, VA: Stylus.

In 2008, I graduated from college and headed out to start my Masters in Student Affairs and Higher Education. As most Student Affairs professionals, my undergraduate experience had been overflowing with student organization participation and campus involvement.  I chose a graduate program that offered great experiential training as a housing grad assistant and a strong educational focus on practical knowledge. What I had not fully considered was the social transition I would be experiencing as I departed from the non-stop schedule of a student leader and as I began the move to a small town in the Midwest where the program was located.   

   transition after college graduation was not something that I had Social heard about, been taught, or had received any guidance from mentors on before going through it.  During my senior year I had classes and residential programs on how to build your resume, interviewing techniques, the importance of networking, finding a job, etc. At no point was the topic of social fulfillment discussed. Once I arrived in smalltown Midwest, it quickly dawned on me that I had gone from a university where I had tons of friends and things to do, to a place where, as a graduate assistant, the number of people I could be truly friends with dwindled immensely.

Furthermore, if I attended a campus event it was typically to oversee it or support my students, versus socializing with my peers. Those first few months I struggled to adjust to my new schedule and social network. What surprised me most though was that in conversations with my friends who had also recently graduated, I realized we were all struggling with the same thing.    I have now been working with students in a professional role for almost ten years and I still see little, or no, programming and discussion around social transition as you depart from college.  For my students, a few months before they graduate, I set up meetings with them to discuss their next steps, what support they need, and most importantly, how they anticipate and are preparing for their social transition.  I find that students are very surprised to hear that they need to plan for this, and yet when speaking with them afterwards, they come to realize that life after undergrad is very different.      For my discussions and presentations with college seniors, I like to use Schlossberg’s Theory of Transition.  In this theory, Schlossberg developed “4 S’s” to define the different aspects of a transition. The 4 S’s include Situation, Self, Social Support and Strategies.  Each of these help the students think through their upcoming transition and define what changes may occur.  During my presentations, I like to especially focus on Self and Strategies. For Self, I assist students to assess what they bring to the table and where their short-comings are in regards to personal qualities, demographic characteristics and psychological resources.  It is helpful for students to have a few moments to provide an honest depiction of themselves – how do they deal with stress, what makes them anxious, what are their coping strategies, are they introverted or extroverted, what situations do they shine in, etc.  This helps to define what aspects of social transition might be harder to manage for each individual and help them to think of ways to overcome those obstacles.

Strategies encompass the techniques a student will think about and implement to work through the stress of a social transition. One part of this is finding a helpful mindset. When students are dealing with a social transition that they have not been prepared for, at times they can have a negative mindset and think that the situation might only be happening to them, that it might mean something about them as a person, that they might never develop a good social circle again, etc.  This mindset is not helpful when trying to manage the stress of developing a new network. One strategy I discuss with students before they graduate is setting a proper mindset. This includes setting appropriate expectations about what is about to happen and discussing ways to think positively about the situation. The next part of strategies is learning how to modify the situation.  This is extremely important.A student needs to be prepared to put in time and effort if they want to build a social circle in their new community. Strategies for this might include ways to find people to talk to and hang out with, skills on how to start and build conversations, and the importance of taking advantage of opportunities as well as making your own opportunities. Another aspect of strategies can be learning how to deal with the stress of the situation.  Knowing Self from the section before can benefit a student in thinking about how stress affects them and how to manage the stress afterward. Pushing through a difficult social transition can take courage and grit at times.  It can take up to 6-12 months (sometimes more) to make a place really feel like home and feel like you have a social network (even if it is a small one).  This can be very trying for a student who has not been in a situation like this before. For example, I had a student who received a job after graduation that was over a 15-hour drive away from home in a rural part of a new state and about an hour away from any significant sized city.  Even though we had discussed strategies for social transition and how it would be hard when he first moved there, he ended up quitting after only two weeks and moved back home. He couldn’t overcome the feeling that he wouldn’t be able to make friends in such a small town and have a fulfilling life there.  This was a difficult thing to hear as one of his mentors, since not only was he not happy, but he also wasn’t able to push through and stick with his plan due to the difficulty of social transition.

Focusing on Self and Strategies, I guide students through helpful tidbits of how to develop relationships and how to find friends. Until graduation, most students have spent all of their lives surrounded by people of the same age and with the same goals. Part of my discussions are how to find that in everyday society as well.  One of the hardest things to get a student comfortable with is the thought of going to a social event or activity alone. Students might have someone they can attend with, but that is not always the case and getting through the awkwardness of not knowing anyone is one of the first big hurdles with social transition.

What is really helpful is that the skills that are beneficial in making a social transition smoother are skills that can be built throughout someone’s undergraduate career. As housing professionals, there are lots of opportunities to host mixers and educational sessions on how to build social networks. My hope is that more and more housing professionals, as well as student engagement coordinators, provide resources and programming around all aspects of the transition after college.  Currently there is a void in this area of support for our students, and it is up to all of us to fill it.

References Link, I. (2015) Applying Goodman’s 4S Transition Theory in Academic Probation Practices with Adult Learners [7,10]. Retreived from

The Last Straw: Paper, Plastic, or Metal? Robin Gagnow Baldwin Wallace University Facilities and Operation Committee Did you know that on average, Americans use 500 million plastic straws a day? Many of these single-use straws end up as litter and quickly clog our Earth’s waterways and oceans. Additionally, plastic straws are not recyclable or biodegradable about 500 years to decompose. This staggering information led one U.S. city to take action this past summer: Seattle, Washington, became the largest city in America to ban plastic straws in restaurants, offering compostable or paper options to patrons instead of plastic.

Starbucks, the well-known, Seattle-based coffee company, is showing major support for this change. Despite currently using more than a billion plastic straws a year, Starbucks says it will become the largest food and beverage retailers to commit to eliminating plastic straws by 2020. The company is already making big strides towards this goal by phasing out straws for their cold beverages — which now represent more than half of its drink sales — and replacing them with one-piece, recyclable “strawless” lids or straws made from other materials at all of its locations. This change will impact more than 28,000 stores globally! Other companies are following suit, including Disney, Hilton, Hyatt, American Airlines and Royal Caribbean. All of which have either banned or plan on phasing out plastic straws. Colleges and universities are showing their support as well; Washington University in St. Louis and the University of Portland in Oregon have outlawed plastic straws on campus as of April 2019. Both universities plan to fully switch to paper straws by September 2019. So, what can you do? It’s easy to make a small but important impact. Simply choose one, two, or all three of the action options below: Action 1: Make a personal commitment to reusable straws. When ordering a drink, politely request “no straw, please.” You can either sip straw-free, or bring your own reusable straw. Reusable straws can be made from plastic, glass, paper, or metal, and found at many stores or online. It’s a good idea to carry reusable straws in your purse, bag, or car - just in case! Action 2: Reach out to campus dining service operations and ask them to change their protocol to only serve straws upon request. Action 3: Encourage places where you eat to make a change to reusable straw options – like paper, glass, or stainless steel.

The Proactive Approach to Self-Care In the last issue of Trends, we interviewed professionals who worked on campuses struck by natural disasters. These professionals shared about the disasters and how they took care of themselves in the face of adversity. The key underlying tone that came from these interviews was the concept of resilience. The American Psychological Association defines resilience as “the ability to adapt well to adversity, trauma, tragedy, threats or even significant sources of stress.� It’s easy to find yourself responding to an emergency in a reactive way. While you can still demonstrate resilience if you take a reactive approach, working in a proactive manner is more effective when developing this skill. One tangible method for building resilience is developing a self-care plan.

Self-Care vs. Emergency Self-Care Plans The concept of a self-care plan is pretty common in the line of work we do. They're usually based around various areas tied to wellness. These concepts are great, but what happens when you find yourself responding to a prolonged issue that sabotages your self-care time? As housing professionals, we are all familiar with those times that drain our energy. These range from campus emergencies to opening and closing buildings. In these times we can find that our self-care takes a back seat. These are the times when an emergency self-care plan comes in handy. These plans boil down self-care to the most basic level. They include the who, what, and where of self-care that will keep you functioning during times of prolonged stress. The core concepts create an easy to remember acronym BREATHE. This breaks down an emergency selfcare plan and provides questions to prompt you as you develop your own plan.

Adapting the Plan to Help Students BREATHE When campuses experience high-stress events or periods of time, professional staff tend to take the lead in managing the situation; however, students are all too often also impacted by these challenges. It can be helpful in your work with students to help them create an emergency self-care plan. Using the following plan or an adaptation can prove useful for you in your work with student staff or residents. Students can use these plans during specific situations or during the regular highstress times during the semester, such as midterms and finals. You may find them to be helpful check-in or accountability tools with your students. Some groups you may want to consider developing emergency self-care plans with include: student staff, hall council executive boards, students you meet with for conduct issues, or students you have academic outreach meetings with. There are many other groups, and the core concepts will stay the same group to group.

Take Some Time to BREATHE When You Need It Whether you're considering an emergency self-care plan for yourself, your professional or student staff team, or with your residents, it’s important to think about the times when your normal practices may not be enough. Whether you decide to use BREATHE or choose a different model, think about your basic needs that will help you get through the rough times. Proactivity is a key component of remaining resilient.

Consider the basics of your self-care needs. Who can you go to for support during times of crisis? Where can you go to get away from the situation briefly? What practices do you find most relaxing?

Your emergency self-care plan needs to be realistic. Taking a vacation sounds great as a self-care strategy, but may not be possible in the middle of an emergency. How much time can you realistically devote to self-care during stressful times?

Doing some self-evaluation is key for your emergency self-care. What are your key stressors? What are your most important needs when undergoing stress? Are there things you should seek or avoid during times of stress?

The nature of the emergency or stressful situation will change. Your plan needs to fit the specific situation. What will work best for you in regards to evaluating and reevaluating your emergency self-care plan?

Self-care can easily become abstract and oftentimes doesn’t have an action component. A key aspect of ensuring your plan is proactive is to keep it action oriented. What practices specifically help with your self-care?

The very nature of the times where you’ll need an emergency plan mean that you don’t have a lot of time to practice self-care. Make sure your plan is on hand when you need it. Where will you keep this plan so that it’s easily accessible when you need it?

The situations where you’ll need these plans are going to be stressful enough already. What do you do for fun that can also be helpful in destressing?

1. How much time do you absolutely need to take for selfcare per day?(i.e. 15 minutes three times a day, 30 minutes, 1 hour, etc.) 2. What are three things you should seek and three things you should avoid during times of stress?(i.e. Seek: time spent outside, time with friends, and daily alone time - Avoid: leaving your phone volume on when not working, unhealthy snack foods, or crowded environments) 3. Who can you go to for support during times of crisis? (i.e. my supervisor, a specific co-worker, my family, a close friend, etc.) 4. Where can you go to get away from the situation briefly? (i.e. favorite restaurant, coffee shop off campus, driving, walking, etc.) 5. What activities do you find most relaxing?(i.e. running, drawing, playing games, going on a bike ride, working out, etc.) 6. Are there any self-care practices can you continue using? (i.e. daily journaling, a meditation app, keeping a healthy snack in your desk in case you miss a meal, etc.)

NEED A BREAK AT GLACUHO? Stop by the meditation and relaxation room at the conference! Try some different mindfulness practices including: Gratitude Journaling, Creating a Worry Box, Yoga, and more! Or just to enjoy a quiet space where you can sit for a while to reflect or pray when the day gets busy. See Guidebook for the Location. Hosted by the Health and Wellness Committee


Interested in joining an article discussion group with other GLACUHO members? Join the Health and Wellness Committee for a Google Hangout “Book” Club to discuss readings about different topics tied to mental and spiritual wellness.   Potential Topics: Caring for students while we care for ourselves, student mental health trends on campus, incorporating spirituality and mindfulness into intentional education, and more.   Please email before September 20th to sign up or if you have any questions.


Gen Z is the “I need it now” generation and they have grown up with technology to find answers quickly. Therefore, try to make the language concise but understandable for them to take your vision and run with it. Gen Z does not have the relative patience as maybe other generations have had, or not in the same way. Again, they are used to having their questions answered quickly via the technology at their fingertips thus tending to expect the same when seeking answers via other methods. They won’t take the time to understand it on their own so making it understandable up front will save you and them time.

CONSIDER ADDING CAREER READINESS OR PREPAREDNESS AS A VALUE OR EQUIVALENT. were impacted in one way or another at a very formidable time in their development. One of the more common unfortunate impacts was unemployment and having a guardian, parent, or someone close be unemployed or laid off could shape how a Gen Z individual would internalize preparing for the future. We have already witnessed the change here as Gen Z folks are less likely to pursue higher education as a means to employment relative to millennials. Trade schools and similar institutions are seeing a renaissance of sorts due to this mentality swing. Therefore, we need to be aware of this trend and cater to the career-driven mentality that our students will bring with them, if you are lucky enough to get them in the first place. Career readiness or preparedness has always been at least a small part of how we have sought to holistically develop students but we need to make it a focus for those that now focus on it themselves.

FINANCIAL EDUCATION AS A VALUE OR EQUIVALENT. Time and time again I have witnessed students of any generation but especially Gen Z struggle with financial education and financial responsibility. More and more responsibility is on the student, not their parent or guardian to understand and be the expert on the finances behind their education. Communication with student business services, financial aid, etc. is through the student not the parent or at least initially. As such, students need to have a basic understanding of money management before arriving to campus if they are to grasp and truly understand further complex concepts such as loans. What I have found is that the basic understanding of money management is lacking. Unfortunately, this means we are tasked with making up the lost ground, however, how many of us are actually doing this? Similar to my previous sentiments with career readiness or preparedness, it is safe to assume that most institutions have had this information as a small portion of their holistic development, but this topic needs more attention as well. Striving for retention and equipping students to understand and utilize financial tools will only help them to better plan their educational pursuits while personally setting themselves up for success along the way.

Sponsored by the Facilities and Operations Committee, Ryan Jensen of Brailsford & Dunlavey, Inc. will share valuable insights and data on why P3s have become more common and emerging trends in P3 projects.

By the end of day two, I knew I would be donating and found my way to the silent auction table. Though I did not win an item, I decided to donate what I would have paid if I had been the highest bidder. It was no complicated and it was not financially burdensome. It was a simple gift to say “thank you” for a worthwhile experience. We all participate in GLACUHO for different reasons. For some, the affiliation provides professional development opportunities including sought after scholarships to things like Stars College and the National Housing Training Institute (NHTI). For others, it provides opportunities to make personal connections that last a lifetime. For many, it’s an opportunity to give back to a profession that has given so much. By financially supporting the 50 for 50 Campaign, you are giving longevity to the great work of our Association. You are providing a “why” for the next person who moves into the neighborhood. If you are an entry-level professional like me, I challenge you to find your “why”. Why are you here? Why are you reading this article right now? Why will you attend the 2019 Annual Conference? Why will you give? I can’t promise you what your “why” will be, but I can say that while you’re finding it, you will have a great time. You will make a new friend. You will be inspired. You will get what you put in.

You can give three ways! At the Conference at the ACUHO-I Foundation table, through the Silent Auction, through the Duck in a Bag booth at the Exhibitors Fair, or through other various initiatives running this year at the conference! There will be something for everyone!

Online: Donating to the GLACUHO Endowment of the ACUHO-I Foundation is quick and easy. If you are giving $1.00 or $100.00, follow the steps on the next page for a quick and easy donation process!

By purchasing an item at the GLACUHO Online Store (See the GLACUHO Website)

Have questions? Contact

Donating Online Directions: 1. Head to

2. Scroll to “Other Donations” 3. Enter Amount and “GLACUHO Endowment” in Dedication or Comments box.




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LEARN, LEAD, and SERVE. CONNECT WITH US THROUGH TRENDS TRENDS, the news magazine of GLACUHO, is published four times yearly by and for the members of GLACUHO. This publication focuses on prevalent topics and resources in higher education.


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Fall 2019 TRENDS  

Fall 2019 TRENDS